revised 07202016 school year 20162017 page

Content Area English Language Arts Grade Level 11

Priority Standards Reading Literature (RL); Reading Informational (RI); Language (L); Writing (W) What the English Language Arts / Literacy Test Measures on PARCC

Common Core State Standard with Colorado Academic Standard Code

Command of Evidence RL.1112.1 & RI.1112.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CAS.11.2.1.a.i & (CAS.11.2.2.a.1) RL.1112.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CAS.11.2.1.a.iii) RI.1112.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (CAS.11.2.2.a.iii)

Expression of Ideas RL.1112.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (CAS.12.2.1.a) RI.1112.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (CAS.11.2.2.b.3) L.1112.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a) Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences ) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. (CAS.11.2.3.a)

Words in Context RL.1112.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (include Shakespeare as well as other authors.) (CAS.11.2.1.b.i) RI.1112.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CAS.11.2.2.b.i) L.1112.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades1112 reading and content , choosing flexibly from a range of strategies. a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b) Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable ). c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CAS.11.2.3.b) L.11.12.6 Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CAS.11.2.3.d)

Standard English Conventions

Revised 07202016 School Year 20162017 of 54

L.1112.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a) Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b) Resolve issues of complex or contested usage, consulting references (e.g., MerriamWebster’s Dictionary of English Usage, Garner’s Modern American Usage ) as needed. (CAS.11.3.3.a) L.1112.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a) Observe hyphenation conventions. b) Spell correctly. (CAS.11.3.3.b)

Analysis in History/Social Studies and in Science RI.1112.9 Analyze seventeenth, eighteenth, and nineteenthcentury foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. (CAS.11.2.2.c.ii)

The SAT Essay RI.1112.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. (CAS.12.2.2.a) W.1112.9 Draw evidence form literary or informational texts to support analysis, reflection, and research. a) Apply grades 1112 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth, nineteenth, and earlytwentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). b) Apply grades 1112 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. tests, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist , presidential addresses]”). (CAS.11.4.1.f)

At a Glance Grade Level Expectations for 11th grade from the Colorado Academic Standards

1.Oral Expression and Listening 1. Verbal and nonverbal cues impact the intent of communication 2. Validity of a message is determined by its accuracy and relevance

2.Reading for All Purposes 1. Complex literary texts require critical reading approaches to effectively

interpret and evaluate meaning 2. Ideas synthesized from informational texts serve a specific purpose 3. Knowledge of language, including syntax and grammar, influence the

understanding of literary, persuasive, and informational texts 3.Writing and Composition

1. Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience


2. Elements of informational and persuasive texts can be refined to inform or influence an audience

3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity

4.Research and Reasoning 2. Selfdesigned research provides insightful information, conclusions, and

possible solutions 3. Complex situations require critical thinking across multiple disciplines 4. Evaluating quality reasoning includes the value of intellectual character

such as humility, empathy, and confidence

Colorado 21st Century Skills

Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently

Information Literacy: Untangling the Web

Collaboration: Working Together, Learning Together

SelfDirection: Own Your Learning

Invention: Creating Solutions

Text Complexity


Balanced Literacy Workshop Instruction


ELA Grade 11 American Literature Year at a Glance

Unit 1

Quarter 1 (Aug. 19Oct. 13) 46 Weeks

Unit 2

Quarter 1 (Aug. 19Oct. 13) Quarter 2 (Oct. 14Dec. 20)

6 8 Weeks

Unit 3 Quarter 2 (Oct. 14Dec. 20)

4 Weeks

Unit 4

Quarter 3 (Jan. 4Mar. 3) 810 Weeks

Unit 5

Quarter 4 (Mar. 6May 24) 810 Weeks

Text Complexity RL.1112.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11CCR text complexity band independently and proficiently. RI.1112.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11CCR text complexity band independently and proficiently. L.11.12.6 Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Speaking & Listening CCSS.: SL.1112.1,SL.1112.2, SL.1112.5, SL.1112.6

Engage in collaborative discussions Present findings

Evaluate a speaker’s claims, rhetoric, and strategy Incorporate multimedia components

Unit 1

Quarter 1 (Aug. 19Oct. 13)

46 Weeks

Unit 2 Quarter 1 (Aug. 19Oct. 13) Quarter 2 (Oct. 14Dec. 20)

6 8 Weeks

Unit 3 Quarter 2 (Oct. 14Dec. 20)

4 Weeks

Unit 4 Quarter 3 (Jan. 4Mar. 3)

810 Weeks

Unit 5

Quarter 4 (Mar. 6May 24) 810 Weeks

Common Assessment Quarter 1 Due: Oct. 13 Argument PreAssessment PCR

Common Assessment Quarter 1 Due: Oct. 13

Common Semester 1 Final Due: Dec. 20 Argument PCR

Common Assessment Quarter 3 Due: Mar. 3 Argument PCR

Common Semester 2 Final Due: May 24

Grammar Grammar Grammar Grammar Grammar


CCSS.L.1112.1 apply understanding that usage is a matter of convention usage can change over time usage is sometimes contested consult references to resolve issues of complex or contested usage CCSS.L.1112.2 hyphenation conventions Spell correctly. CAS.11.3.3.a iii. Use a variety of phrases

(absolute, appositive) accurately and purposefully to improve writing

iv. Use idioms correctly, particularly prepositions that follow verbs

v. Ensure that a verb agrees with its subject in complex constructions (such as inverted subject/verb order, indefinite pronoun as subject, intervening phrases or clauses)

vi. Use a style guide to follow the conventions of Modern Language Association (MLA) or American Psychological Association (APA) format

vii. Use resources (print and electronic) and feedback to edit and enhance writing for purpose and audience

Review from Quarter 1 CCSS.L.1112.1 CCSS.L.1112.2 CAS.11.3.3.a Incorporate into writing

Review from Quarters 12 CCSS.L.1112.1 CCSS.L.1112.2 CAS.11.3.3.a Incorporate into writing



Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary in Context RL.1112.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh,

Continue with Vocabulary in Context from the Text CCSS.RL.1112.4 CCSS RI.1112.4 SAT Vocabulary





engaging, or beautiful. (include Shakespeare as well as other authors.) (CAS.11.2.1.b.i) RI.1112.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CAS.11.2.2.b.i) SAT Vocabulary Theme Theme Theme Theme Theme Native American & Explorers How does setting impact the worldview of each tribe? How did the early explorers exploit cultural differences for their benefit?

Puritans & Colonists, Early Americans How did Europeans transform American literature? How did religious and cultural influences impact period writings?

Country Formation Foundation Documents What is the greatest authoritative position from which to write for a specific purpose? Ideals, morals, values, etc. upon which America was founded.

Romanticism, Transcendentalism, & Civil War (1800s1870) When people’s ideas are challenged, does their ego or instinct respond first? Romantics; Civil War redevined the literature/culture of America; Transcendentalists (pre, during, and post Civil War shifts); Realists & Naturalists

1920s and Beyond (Research) How does living in the 18th and 19th centuries compare with life in the 21st Century?

Academic Vocabulary Academic Vocabulary Academic Vocabulary Academic Vocabulary Academic Vocabulary SAT recommended SAT recommended SAT recommended SAT recommended SAT recommended Writing Writing Writing Writing Argumentative Rhetorical Analysis Rhetorical Argument

Analysis Rhetorical Argument Analysis

Research Project

Suggested Core Text(s) Suggested Core Text(s) Suggested Core Text(s) Suggested Core Text(s) Suggested Core Text(s) Textbook Prentice Hall Literature: The American

Textbook Prentice Hall Literature: The American





Experience Common Core Edition 2012

“Raven Brings the Light”

“When Grizzlies Walked Upright” by the Modoc Tribe

“The Earth/World on Turtle’s Back” by the Onondaga Tribe

“Coyote Dream” Navajo Origin Myth “Journey Through

Texas” de Vaca Christopher

Columbus diary Primary source

explorer journals


Anne Bradstreet “To

my dear and loving husband”

“Sinners in the Hands of an Angry God”

“Young Goodman Brown” Nathaniel Hawthorne

“The Devil and Tom Walker”

“The Crucible” Of Plymouth

Plantation Seville Examination of

Sarah Goode Jonathan Edwards

and William Bradford

“On the Mayflower” “Upon the Burning of

My House” Scarlet Letter


Declaration of Independence

Preamble of Constitution

Patrick Henry The Speech in Virginia Convention

Poor Richards Almanac

Thomas Paine Common Sense

Ben Franklin Iroquois Constitution

Experience Common Core Edition 2012 Civil War Documents:

Gettysburg Address Emancipation

Proclamation Constitutional

Amendments 13, 14, 15

"An Occurrence at Owl Creek Bridge"

Civil War Love Letters

"An Episode of War" "Mary Chesnut Civil

War" Slave Narratives

Romanticism/Transcendentalism/Realist/Naturalist

"Life on the Mississippi"

"My Bondage and My Freedom"

"To Build a Fire" Whitman "Leaves

of Grass", "Song of Myself", "When I Heard the Learn'd Astronomer"

Thoreau "Civil Disobedience"

Emmerson "Self Reliance", "Nature"

Longfellow "Paul Revere's Ride", "The Song of Hiawatha"

Dickenson Poe "The Fall of the

House of Usher", "Cask of

Experience Common Core Edition 2012 The Great Gatsby To Kill a Mockingbird MLK "Letters from Birmingham Jail" When the Emperor was Divine Huck Finn MLA format & research


Amontillado", "Tell Tale Heart", "The Raven", "Ulalume"

Chopin "The Awakening", "Story of an Hour"

Frost "Stopping by Woods on Snowy Evening"

"I Will Fight No More Forever"


American Literature Unit 1: Native American & Explorers

Suggested Big Idea How does setting impact the worldview of each tribe? How did the early explorers exploit cultural differences for their benefit?

21st Century Inquiry Question from CAS

How does literature reflect American society? What is the relationship between literature and place?

Data Team Cycle Unit Priority Standard RL.1112.5/

RI.1112.5 – Text Structure

RL.1112.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (CAS.12.2.1.a) RI.1112.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

End of Unit Performance Task

Quarter 1 Assessment (SAT style) Argumentative Writing

Graduate Competency Evaluate how an author uses words to create mental imagery, suggest mood, and set tone (CCR.R.4, CCR.L.3, CCR.L.5) Read a wide range of literature (American and world literature) to understand important universal themes and the human

experience (CCR.R.2, CCR.R.10 College & Career Readiness Connection

CCR.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCR.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Writing Focus W.1112.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationship between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows form and supports the argument presented. RI.1112.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. (CAS.12.2.2.a) W.1112.9 Draw evidence form literary or informational texts to support analysis, reflection, and research. a) Apply grades 1112 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth, nineteenth, and earlytwentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). b) Apply grades 1112 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. tests, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist , presidential addresses]”). (CAS.11.4.1.f)


PRIORITY STANDARDS

Command of Evidence Expression of Ideas Words in Context Standard English Conventions Cross Content Connections

RL.1112.1 & RI.1112.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.1112.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RI.1112.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

RL.1112.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RI.1112.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. L.1112.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a) Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences ) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

RL.1112.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (include Shakespeare as well as other authors.) RI.1112.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). L.1112.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades1112 reading and content , choosing flexibly from a range of strategies. a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b) Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable ). c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the

L.1112.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a) Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b) Resolve issues of complex or contested usage, consulting references (e.g., MerriamWebster’s Dictionary of English Usage, Garner’s Modern American Usage ) as needed. L.1112.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a) Observe hyphenation conventions. b) Spell correctly.

RI.1112.9 Analyze seventeenth, eighteenth, and nineteenthcentury foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.


inferred meaning in context or in a dictionary). L.11.12.6 Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Supporting Standards

RL.1112.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RI.1112.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RL.1112.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RI.1112.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. RL.1112.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) RI.1112.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI.1112.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works or public advocacy (e.g., The Federalist , presidential addresses). RL.1112.9 Demonstrate knowledge of eighteenth, nineteenth, and earlytwentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. W.1112.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards W.1112.13.) W.1112.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 1112.) W.1112.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. SL.1112.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL.1112.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Unit Performance Task 3 Moments in a Lesson & Suggested Scaffolding Tasks

Suggested Resources Key Concepts

Suggested Formative Assessments:

Summary Writing

Preparing the Learner:

Bridging: WebQuest Scaffolded Writing

Suggested Resources: Reading Skills/ Strategies/SAT Prep:

Text as Expert (SIOP)


Personal Narrative Fictional Narrative Alternate Ending/Prologue Alternate Perspective Code Switch/Match Rewrite Literary Analysis PCRs

QUARTER 1 ASSESSMENT

ARGUMENT WRITING (PreAssessment within first two weeks)

Score using SAT rubric

Topic Sentence Stems

Interacting with the Text:

doubleentry journals PCRs with modeling thinkpairshares

Extending the Learning:

writing alternate endings/prologues

character poems (I am)

See Appendix: 6 types of scaffolding

Textbook Prentice Hall Literature: The American Experience Common Core Edition 2012

“Raven Brings the Light” “When Grizzlies Walked

Upright” by the Modoc Tribe “The Earth/World on Turtle’s

Back” by the Onondaga Tribe “Coyote Dream” Navajo Origin Myth “Journey Through Texas” de

Vaca Christopher Columbus diary Primary source explorer

journals

Story Structure Summarize Word Learning Strategies Draw Inferences Differentiate Fact/Opinion Fact Outline Discovery Learning (SIOP)

Other Prerequisites:

Implicit/Explicit Identify Central Idea Connotation Denotation Plot Terms Figurative Language Tone Analogy Allusion


American Literature Unit 2: Puritans & Colonists, Early Americans

Suggested Big Idea How did Europeans transform American literature? How did religious and cultural influences impact period writings?


How did Europeans influence the American narrative? When people’s ideas are challenged, does their ego or instinct respond first?

Data Team Cycle Unit Priority Standard

RL.1112.1/ RI.1112.1 – Citing Evidence

RL.1112.1 & RI.1112.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CAS.11.2.1.a.i & (CAS.11.2.2.a.1)


Rhetorical Analysis

Graduate Competency Evaluate how an author uses words to create mental imagery, suggest mood, and set tone (CCR.R.4, CCR.L.3, CCR.L.5) Read a wide range of literature (American and world literature) to understand important universal themes and the human

experience (CCR.R.2, CCR.R.10 College & Career Readiness Connection

CCR.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCR.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


PRIORITY STANDARDS

Command of Evidence Expression of Ideas Words in Context Standard English Conventions Cross Content Connections


RL.1112.1 & RI.1112.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.1112.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RI.1112.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.


RL.1112.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (include Shakespeare as well as other authors.) RI.1112.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). L.1112.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades1112 reading and content , choosing flexibly from a range of strategies. a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b) Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable ). c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.11.12.6 Acquire and use accurately general academic and




domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Supporting Standards RL.1112.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RI.1112.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RL.1112.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RI.1112.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. RL.1112.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) RI.1112.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI.1112.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works or public advocacy (e.g., The Federalist , presidential addresses). RL.1112.9 Demonstrate knowledge of eighteenth, nineteenth, and earlytwentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. W.1112.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards W.1112.13.) W.1112.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 1112.) W.1112.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. SL.1112.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL.1112.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.



Suggested Formative Assessments: Summary Writing Personal Narrative Fictional Narrative Alternate Ending/Prologue Alternate Perspective Code Switch/Match Rewrite

Preparing the Learner: Bridging: WebQuest Scaffolded Writing Topic Sentence Stems

Interacting with the Text: doubleentry journals PCRs with modeling

Suggested Resources: Textbook Prentice Hall Literature: The American Experience Common Core Edition 2012

Anne Bradstreet “To my dear

and loving husband”

Reading Skills/ Strategies/SAT Prep:

Text as Expert (SIOP) Story Structure Summarize Word Learning Strategies Draw Inferences


Literary Analysis PCRs

RHETORICAL ANALYSIS Score using SAT rubric

thinkpairshares

Extending the Learning: writing alternate

endings/prologues character poems (I am)


“Sinners in the Hands of an Angry God”

“Young Goodman Brown” Nathaniel Hawthorne

“The Devil and Tom Walker” “The Crucible” Of Plymouth Plantation Seville Examination of Sarah Goode Jonathan Edwards and

William Bradford “On the Mayflower” “Upon the Burning of My

House” Scarlet Letter

Differentiate Fact/Opinion Fact Outline Discovery Learning (SIOP)

Other Prerequisites: Implicit/Explicit Identify Central Idea Connotation Denotation Plot Terms Figurative Language Tone Analogy Allusion


American Literature Unit 3: Country Formation Foundation Documents

Suggested Big Idea What is the greatest authoritative position from which to write for a specific purpose? Ideals, morals, values, etc. upon which America was founded.


What is the greatest authoritative position from which to write for a specific purpose? Describe an author’s belief that you can cite from the text. Why do you suppose the author holds that belief? Do you share that same belief? Why or why not?


RI.1112.9– Primary document analysis

RI.1112.9 Analyze seventeenth, eighteenth, and nineteenthcentury foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. (CAS.11.2.2.c.ii)


Quarter 2 Assessment Rhetorical Argument Analysis

Graduate Competency Engage in a wide range of nonfiction and reallife reading experiences to solve problems, judge the quality of ideas, or complete daily tasks (CCR.R.8, CCR.R.10)

Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions (CCR.R.1, CCR.W.8, CCR.W.9)

College & Career Readiness Connection

CCR.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCR.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.



PRIORITY STANDARDS

Command of Evidence Expression of Ideas Words in Context Standard English Conventions Cross Content Connections RL.1112.1 & RI.1112.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.1112.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RI.1112.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.










Suggested Formative Assessments: Summary Writing Personal Narrative Fictional Narrative



Declaration of Independence


Text as Expert (SIOP) Story Structure


Alternate Ending/Prologue Alternate Perspective Code Switch/Match Rewrite Literary Analysis PCRs

QUARTER 2 (Semester 1 Final) ASSESSMENT


Interacting with the Text: doubleentry journals PCRs with modeling thinkpairshares




Preamble of Constitution Patrick Henry The Speech in

Virginia Convention Poor Richards Almanac Thomas Paine Common

Sense Ben Franklin Iroquois Constitution

Summarize Word Learning Strategies Draw Inferences Differentiate Fact/Opinion Fact Outline Discovery Learning (SIOP)



American Literature Unit 4: Romanticism, Transcendentalism, & Civil War (1800s1870)

Suggested Big Idea When people’s ideas are challenged, does their ego or instinct respond first? Romantics; Civil War redevined the literature/culture of America; Transcendentalists (pre, during, and post Civil War shifts); Realists & Naturalists


What is the significance of being able to correctly use patterns of word changes to bring meaning to text? How does having a sound knowledge of English Language aid in text comprehension of difficult text? How does word choice affect the message a writer conveys? How does a writer plan his/her work for a specific audience?


L.1112.4– Words in Context

L.1112.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades1112 reading and content , choosing flexibly from a range of strategies. a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b) Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable ). c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CAS.11.2.3.b)


Quarter 3 Assessment

Graduate Competency Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary (CCR.R.4, CCR.R.5, CCR.L.3, CCR.L.4)

Evaluate how an author uses words to create mental imagery, suggest mood, and set tone (CCR.R.4, CCR.L.3, CCR.L.5) College & Career Readiness Connection

CCR.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Writing Focus W.1112.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationship between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows form and supports the argument presented. RI.1112.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. (CAS.12.2.2.a) W.1112.9 Draw evidence form literary or informational texts to support analysis, reflection, and research. a) Apply grades 1112 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth, nineteenth, and earlytwentiethcentury foundational works of American literature, including how two or more texts from the


same period treat similar themes or topics”). b) Apply grades 1112 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. tests, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist , presidential addresses]”). (CAS.11.4.1.f)

PRIORITY STANDARDS



RL.1112.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (include Shakespeare as well as other authors.) RI.1112.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). L.1112.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades1112 reading and content , choosing flexibly from a range of strategies. a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b) Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable ). c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its




etymology, or its standard usage. d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.11.12.6 Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.





Suggested Formative Assessments: Summary Writing Personal Narrative Fictional Narrative Alternate Ending/Prologue Alternate Perspective Code Switch/Match Rewrite Literary Analysis PCRs

QUARTER 3 ASSESSMENT RHETORICAL ANALYSIS Score using SAT rubric






Suggested Resources: Textbook Prentice Hall Literature: The American Experience Common Core Edition 2012 Civil War Documents:

Gettysburg Address Emancipation Proclamation Constitutional Amendments

13, 14, 15 "An Occurrence at Owl Creek

Bridge" Civil War Love Letters "An Episode of War" "Mary Chesnut Civil War" Slave Narratives

Romanticism/Transcendentalism/Realist/Naturalist

"Life on the Mississippi" "My Bondage and My

Freedom" "To Build a Fire" Whitman "Leaves of Grass",

"Song of Myself", "When I Heard the Learn'd Astronomer"

Thoreau "Civil Disobedience"

Emmerson "Self Reliance", "Nature"

Longfellow "Paul Revere's Ride", "The Song of Hiawatha"

Dickenson Poe "The Fall of the House of

Usher", "Cask of Amontillado", "Tell Tale Heart", "The Raven", "Ulalume"

Chopin "The Awakening", "Story of an Hour"


Text as Expert (SIOP) Story Structure Summarize Word Learning Strategies Draw Inferences Differentiate Fact/Opinion Fact Outline Discovery Learning (SIOP)



Frost "Stopping by Woods on Snowy Evening"

"I Will Fight No More Forever"


American Literature Unit 5: 1920s and Beyond (Research)

Suggested Big Idea How does living in the 18th and 19th centuries compare with life in the 21st Century? 21st Century Inquiry Question from CAS

Why is it important to cite valid and reliable sources? When is something in life perceived as accurate and relevant to experiences, and yet wrong? Is there any fact that is forever certain?


RL.1112.3 & RI.1112.3– Idea Development

RI.1112.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (CAS.11.2.1.a.iii) RL.1112.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). (CAS.11.2.2.a.iii)


Quarter 4 Assessment Research Project

Graduate Competency Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary (CCR.R.4, CCR.R.5, CCR.L.3, CCR.L.4)

Evaluate how an author uses words to create mental imagery, suggest mood, and set tone (CCR.R.4, CCR.L.3, CCR.L.5) College & Career Readiness Connection

CCR.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCR.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCR.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCR.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Writing Focus W.1112.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.1112.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.1112.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.


PRIORITY STANDARDS











Suggested Formative Assessments: Summary Writing Personal Narrative Fictional Narrative




Text as Expert (SIOP) Story Structure


Alternate Ending/Prologue Alternate Perspective Code Switch/Match Rewrite Literary Analysis PCRs

QUARTER 4 (Semester 2 Final) ASSESSMENT






The Great Gatsby To Kill a Mockingbird MLK "Letters from Birmingham Jail" When the Emperor was Divine Huck Finn MLA format & research

Summarize Word Learning Strategies Draw Inferences Differentiate Fact/Opinion Fact Outline Discovery Learning (SIOP)



Appendices

Colorado Academic Standards

Content Area: Reading, Writing, and Communicating

Standard: 1. Oral Expression and Listening

Prepared Graduates: Use language appropriate for purpose and audience

Grade Level Expectation: Eleventh Grade

Concepts and skills students master:

1. Verbal and nonverbal cues impact the intent of communication

Evidence Outcomes 21st Century Skills and Readiness Competencies

Students can: a. Give informal talks using an appropriate level of formality of verbal

language and nonverbal interaction with audience b. Deliver formal oral presentations for intended purpose and audience, using

effective verbal and nonverbal communication c. Deliver oral talks with clear enunciation, vocabulary, and appropriate

organization; nonverbal gestures; and tone d. Analyze audience responses to evaluate how effectively the talk or

presentation met the purpose e. Identify, explain, and use contentspecific vocabulary, terminology, dialect,

or jargon unique to particular groups, perspectives, or contexts (such as social, professional, political, cultural, historical or geographical)

Inquiry Questions: 1. In what ways can speakers effectively engage audiences throughout a

presentation? 2. How are speaking, listening, and responding skills used during an

effective presentation? 3. What can speakers learn about their own presentation skills from

listening to and critiquing the presentations of others?

Relevance and Application: 1. Tone and eye contact can negatively influence an outcome. 2. Verbal and nonverbal cues can build or destroy the trust of an

individual or an audience. 3. Realtime feedback technologies can provide nonverbal cues and

systematic information regarding a speaker’s degree of impact or persuasion on an audience.

4. Electronic tools, for example pod casts or video conferencing, can allow deliver to and feedback from a diverse audience.

5. World travelers often use nonverbal cues to communicate needs. 6. Forensic and debate techniques frequently selfcorrect to gain the

favor of an audience’s judgment.


Nature of Reading, Writing, and Communicating: 1. Great presenters are accustomed to public speaking. 2. Great presenters think about what types of language (formal or

informal) they need to use to convey a message. 3. Audience analysis is critical to being understood and credible.


Standard: 1. Oral Expression and Listening

Prepared Graduates: Demonstrate skill in inferential and evaluative listening



2. Validity of a message is determined by its accuracy and relevance


Students can:

a. Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (CCSS: SL.1112.1) i. Come to discussions prepared, having read and researched material under

study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. (CCSS: SL.1112.1a)

ii. Critique the accuracy, relevance, and organization of evidence of a presentation

iii. Evaluate effectiveness of oral delivery techniques iv. Listen critically to evaluate the overall effectiveness of the presentation v. Analyze the resources cited for validity vi. Respond thoughtfully to diverse perspectives; synthesize comments,

claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is

Inquiry Questions: 1. How do people benefit from listening to the perspectives of

others? 2. Why is it important to cite valid and reliable sources? 3. When is something in life perceived as accurate and relevant to

experiences, and yet wrong? 4. Is there any fact that is forever certain?

Relevance and Application: 1. Informed voters must “do their homework” and verify facts,

premises, and claims. 2. Asking relevant questions is a combination of skepticism and

good faith. 3. Factchecking engines can be used to determine citations,

sources, and the validity of evidence. 4. Historians must always substantiate and prove their claims.


required to deepen the investigation or complete the task. (CCSS: SL.1112.1b)

b. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (CCSS: SL.1112.2)

c. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (CCSS: SL.1112.3)

Nature of Reading, Writing, and Communicating: 1. Skilled communicators are both critical listeners and effective

speakers. 2. Good communicators evaluate other speakers’ points of view,

biases, and evidence.


Standard: 2. Reading for All Purposes

Prepared Graduates:

Seek feedback, selfassess, and reflect on personal learning while engaging with increasingly more difficult texts



1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning


Students can:

a. Use Key Ideas and Details to: i. Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RL.1112.1)

ii. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (CCSS: RL.1112.2)

iii. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action

Inquiry Questions:

1. Which character from the current text do you most identify with and why?

2. Why did the author choose this particular setting for this story?

3. How might this story have been different with another setting?

4. How does living in the 18th and 19th centuries compare with life in the 21st century?


is ordered, how the characters are introduced and developed). (CCSS: RL.1112.3)

b. Use Craft and Structure to: i. Determine the meaning of words and phrases as they are used in the text,

including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (CCSS: RL.1112.4)

ii. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (CCSS: RL.1112.6)

iii. Explain the influence of historical context on the form, style, and point of view of a written work

c. Use Integration of Knowledge and Ideas to: i. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live

production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (CCSS: RL.1112.7)

ii. Demonstrate knowledge of eighteenth, nineteenth and earlytwentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. (CCSS: RL.1112.9)

d. Use Range of Reading and Complexity of Text to: i. By the end of grade 11, read and comprehend literature, including stories, dramas, and

poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.1112.10)

Relevance and Application:

1. Capturing the stories and culture of ancestors through American literature is the role of most periodical writers, historians, and sports writers.

2. Exposure to diverse authors and genres of literature enhances readers’ perspectives.

3. Online book clubs, blog sites, and storytellers depend on ever better literary text strategies to find and share meaning in stories.

4. Electronic spreadsheets and online storyboarding are effective tools for comparing and contrasting, tone, metaphor and theme development.

Nature of Reading, Writing, and Communicating:

1. Reading Standards for Literacy in Science and Technical Subjects, Grades 1112. (CCSS: RST.1112.110)

2. Reading Standards for Literacy in History/Social Studies, Grades 1112. (CCSS: RH.1112.110)


Standard: 2. Reading for All Purposes

Prepared Graduates:

Demonstrate comprehension of a variety of informational, literary, and persuasive texts



2. Ideas synthesized from informational texts serve a specific purpose



Students can:

a. Use Key Ideas and Details to: i. Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RI.1112.1)

ii. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. (CCSS: RI.1112.2)

iii. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (CCSS: RI.1112.3)

iv. Designate a purpose for reading expository texts and use new learning to complete a specific task (such as convince an audience, shape a personal opinion or decision, or perform an activity)

v. Predict the impact an informational text will have on an audience and justify the prediction b. Use Craft and Structure to: i. Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CCSS: RI.1112.4)

ii. Use text features and graphical representations to complement comprehension and enhance critical analysis of a text

iii. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (CCSS: RI.1112.5)

c. Use Integration of Knowledge and Ideas to: i. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of

constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist , presidential addresses). (CCSS: RI.1112.8)

ii. Analyze seventeenth, eighteenth, and nineteenthcentury foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. (CCSS: RI.1112.9)

d. Use Range of Reading and Complexity of Text to: i. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text

complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.1112.10)

Inquiry Questions:

1. Does a periodical’s headline affect an argument differently?

2. When people’s ideas are challenged, does their ego or instinct respond first?

3. What is the greatest authoritative position from which to write for a specific purpose?

4. Describe an author’s belief that you can cite from the text. Why do you suppose the author holds that belief? Do you share that same belief? Why or why not?


1. Pharmacists require the ability to compare and synthesize ideas from informational texts to prevent unnecessary deaths.

2. Mechanics use informational texts when making repairs to assess the sufficiency of a specific “fixing” function.

3. Air quality commissioners depend and must discern many research texts to make difficult and specific decisions.

4. Trusted Web sites are used to seek out visual and multimedia representations of printed text to enhance understanding.


1. Readers use relevant background knowledge and consistently apply it to what they are reading to better facilitate drawing conclusions and increase comprehensibility of the text.

2. Reading Standards for Literacy in Science and Technical Subjects, Grades 1112. (CCSS: RST.1112.110)

3. Reading Standards for Literacy in History/Social Studies, Grades 1112. (CCSS: RH.1112.110)



Standard 2: Reading for All Purposes

Prepared Graduates:

Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary



3. Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational texts


Students can:

a. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (CCSS: L.1112.3) i. Vary syntax for effect, consulting references (e.g., Tufte’s Artful

Sentences ) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. (CCSS: L.1112.3a)

b. Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 11–12 reading and content , choosing flexibly from a range of strategies. (CCSS: L.1112.4) i. Use context (e.g., the overall meaning of a sentence, paragraph, or

text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.1112.4a)

ii. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable ). (CCSS: L.1112.4b)

iii. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. (CCSS: L.1112.4c)

iv. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CCSS: L.1112.4d)

Inquiry Questions:

1. How does having a sound knowledge of English Language aid in text comprehension of difficult text?

2. Describe how content specific academic language is beneficial to the development of comprehension in content areas, i.e. science, social studies, and health and PE, specific vocabulary.

3. What is the significance of being able to correctly use patterns of word changes to bring meaning to text?


1. Doctoral students are required to write a thesis with a dissertation. Having a sound knowledge of language, and how language functions, is a necessity to this type of work.

Nature of Reading, Writing, and Communicating: 1. Sound readers are able to immerse into the English

Language to derive and infer meaning from difficult text.


c. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.1112.5) i. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their

role in the text. (CCSS: L.1112.5a) ii. Analyze nuances in the meaning of words with similar denotations. (CCSS:

L.1112.5b) d. Acquire and use accurately general academic and domainspecific words

and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L.1112.6)


Standard: 3. Writing and Composition

Prepared Graduates:

Write with a clear focus, coherent organization, sufficient elaboration, and detail



1. Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience


Students can:

a. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and wellstructured event sequences. (CCSS: W.1112.3) i. Engage and orient the reader by setting out a problem, situation, or

observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (CCSS: W.1112.3a)

ii. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (CCSS: W.1112.3b)

Inquiry Questions:

1. What are the implications if the revision process is not done? 2. Why do writers want to appeal to the readers’ senses? 3. Why use sensory tools to influence the reader?


iii. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). (CCSS: W.1112.3c)

iv. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (CCSS: W.1112.3d)

v. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (CCSS: W.1112.3e)

vi. Use a range of strategies to evaluate whether the writing is presented in a clear and engaging manner (such as reading the text from the perspective of the intended audience, seeking feedback from a reviewer)

vii. Evaluate and revise text to eliminate unnecessary details, ineffective stylistic devices, and vague or confusing language


1. Many companies and colleges require a statement of intent when applying for a job or completing applications, respectively.

2. Conveying a point of view in writing is an important skill to have when applying for a competitive job or to college.


1. Writers enjoy finding new ways to create tone or mood in writing. 2. Writing Standards for Literacy in History/Social Studies, Science

and Technical Subjects, Grades 1112. (CCSS: WHST.1112.16 and 10)



Prepared Graduates:

Write with a clear focus, coherent organization, sufficient elaboration, and detail



2. Elements of informational and persuasive texts can be refined to inform or influence an audience



Students can:

a. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS: W.1112.1) i. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (CCSS: W.1112.1a)

ii. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. (CCSS: W.1112.1b)

iii. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (CCSS: W.1112.1c)

iv. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CCSS: W.1112.1d)

v. Provide a concluding statement or section that follows from and supports the argument presented. (CCSS: W.1112.1e)

b. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS: W.1112.2) i. Introduce a topic; organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CCSS: W.1112.2a)

ii. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (CCSS: W.1112.2b)

iii. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (CCSS: W.1112.2c)

iv. Use precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (CCSS: W.1112.2d)

v. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CCSS: W.1112.2e)

vi. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (CCSS: W.1112.2f)

Inquiry Questions:

1. Why is audience determination important to the writer?

2. What are the implications if the revision process is not done?

3. Why do authors want to appeal to the readers’ senses?

4. How is this beneficial to the reader? 5. How does an author use sensory tools to

influence readers as they read?

Relevance and Application: 1. Forest rangers and cattlemen can sometimes

refine information to differentiate their respective points of view.

2. Blogs, advertising and public service announcements are examples of where persuasive texts attempt to influence audiences.


1. Writers can clearly articulate their thoughts to persuade or inform an audience.

2. Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 1112. (CCSS: WHST.1112.16 and 10)




Prepared Graduates:

Apply standard English conventions to effectively communicate with written language



3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity


Students can:

a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.1112.1) i. Apply the understanding that usage is a matter of convention, can change

over time, and is sometimes contested. (CCSS: L.1112.1a) ii. Resolve issues of complex or contested usage, consulting references (e.g.,

MerriamWebster’s Dictionary of English Usage, Garner’s Modern American Usage ) as needed. (CCSS: L.1112.1b)

iii. Use a variety of phrases (absolute, appositive) accurately and purposefully to improve writing

iv. Use idioms correctly, particularly prepositions that follow verbs v. Ensure that a verb agrees with its subject in complex constructions (such

as inverted subject/verb order, indefinite pronoun as subject, intervening phrases or clauses)

vi. Use a style guide to follow the conventions of Modern Language Association (MLA) or American Psychological Association (APA) format

vii.Use resources (print and electronic) and feedback to edit and enhance writing for purpose and audience

b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.1112.2) i. Observe hyphenation conventions. (CCSS: L.1112.2a) ii. Spell correctly. (CCSS: L.1112.2b)

c. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in expectations 1–2 above.) (CCSS: W.1112.4)

Inquiry Questions:

1. How does word choice affect the message a writer conveys?

2. How does a writer plan his/her work for a specific audience?

3. Why is it important to know and properly use the English conventions of writing?

4. What are both a benefit and a caution to using grammar and spellchecker tools?

5. How does reviewing previous drafts and revisions improve a writer’s work?


1. Writing personal narratives in college essays and scholarship applications is necessary to be considered as a candidate.

2. Using the dictionary, spellchecker, and other tools can teach as well as correct or edit writing.


1. Writers save copies of their revisions to see how their writing has progressed.


d. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (CCSS: W.1112.5)

e. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CCSS: W.1112.6)

2. Writers use proper English conventions when writing.


Standard: 4. Research and Reasoning

Prepared Graduates: Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions



1. Selfdesigned research provides insightful information, conclusions, and possible solutions


Students can:

a. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W.1112.7)

b. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (CCSS: W.1112.8)

c. Evaluate and revise research questions for precision and clarity d. Evaluate quality, accuracy, and completeness of information and the bias, credibility

and reliability of the sources e. Document sources of quotations, paraphrases, and other information, using a style

sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA)

f. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.1112.9)

Inquiry Questions: 1. How do you know if an online source is credible? 2. How can subjective viewpoints be used in research?

Relevance and Application: 1. Representing and accurately citing data, conclusions, the

opinions of others can be compromised if the researcher does not recognize his/her bias on the topic.

2. Accurately documenting sources of information can prevent accusations of plagiarism which can sometimes lead to legal action.


i. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth, nineteenth and earlytwentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). (CCSS: W.1112.9a)

ii. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist , presidential addresses]”). (CCSS: W.1112.9b)


1. Researchers follow the reasoning that supports an argument or explanation and can assess whether the evidence provided is relevant and sufficient

2. Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 910. (CCSS: WHST.910.79)



Prepared Graduates: Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration



2. Complex situations require critical thinking across multiple disciplines


Students can: a. Analyze the logic of complex situations by questioning

the purpose, question at issue, information, points of view, implications and consequences inferences, assumptions and concepts

b. Evaluate strengths and weaknesses of their logic and logic of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision

c. Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility),

Inquiry Questions: 1. How do readers determine if the author(s) they are using are credible, biased on a topic

or have a neutral, unbiased approach? 2. As they read from multiple texts and across disciplines, how do people organize their

thinking for depth of content understanding? 3. Are there any disciplines of study which do not require critical thinking? 4. When does logic undermine a discipline?


and were open to constructive critique (intellectual openmindedness)

d. Analyze and assess the logic of the interdisciplinary domains inherent in reasoning through complex situations

e. Monitor and assess the extent to which their own beliefs and biases influenced their reactions to the viewpoints and logic of others

Relevance and Application: 1. Presenters organize information and present it to others around a point of view. 2. In the media world, people are bombarded with many pieces of information. Keen

observing skills to sift through information for clarity, bias, and relevance help one to discriminate good information from faulty input when making informed decisions.

3. Writers have strong influence on others’ thinking. Good professors help students expand the ability to critically think and foster intellectual humility.

4. Reading and participating in blogs give practice in applying critical thinking through the engagement with an authentic audience.

Nature of Reading, Writing, and Communicating: 1. Researchers must be flexible with their thinking, so new learning can take place. 2. When researchers analyze and assess thinking, they attempt to be fairminded and look

for connections to other content areas. 3. Investigative intellects can transform their ideas when being flexible, openminded,

empathetic, humble and confident in reason.



Prepared Graduates: Discriminate and justify a position using traditional lines of rhetorical argument and reasoning



3. Evaluating quality reasoning includes the value of intellectual character such as humility, empathy, and confidence



Students can: a. Analyze the purpose, question at issue,

information, points of view, implications and consequences, inferences, assumptions, and concepts inherent in thinking

b. Assess strengths and weaknesses of thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision

c. Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), were open to constructive critique (intellectual openmindedness)

d. Evaluate the reasoning of self and others for quality, strongsense thinking

Inquiry Questions: 1. How does one analyze the logic of thinking? 2. How does one evaluate the logic of thinking? 3. What does it look like to see intellectual humility or intellectual arrogance? 4. What types of complexities make it difficult for one to take apart his/her own thinking? 5. What obstacles interfere with quality reasoning?

Relevance and Application: 1. Intellectual openmindedness challenges rules and traditions and can instigate tension in a

society. 2. The absence of logic and precision has steep consequences in medical, safety and judicial

settings. 3. “Growing up” is a lifelong event and most often is noticed when faced with differing information,

points of view, assumptions, and inferences. 4. Sociologists, anthropologists and historians make a living studying influence, bias, and patterns

of quality thinking. 5. Reading and participating in social networking sites such as blogs give practice in applying

humility, empathy and confidence through the engagement with an authentic audience. Nature of Reading, Writing, and Communicating:

1. Evaluating quality logic and mental flexibility is a trait that becomes a habit which improves the thinking of others.

2. Making connections and bringing fresh clarity to an intellectual assumption brings into mental focus the actual problem or a possible solution.


SAT Essay Scoring Rubric (12 points total)

Score Point

Reading Analysis Writing

4 Advanced The response demonstrates thorough comprehension of the source text.

The response shows an understanding of the text’s central idea(s) and of most important details and how they interrelate, demonstrating a comprehensive understanding of the text.

The response is free of errors of fact or interpretation with regard to the text.

The response makes skillful use of textual evidence (quotations, paraphrases, or both), demonstrating a complete understanding of the source text.

Advanced The response offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task.

The response offers a thorough, wellconsidered evaluation of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing.

The response contains relevant, sufficient, and strategically chosen support for claim(s) or point(s) made.

The response focuses consistently on those features of the text that are most relevant to addressing the task.

Advanced The response is cohesive and demonstrates a highly effective use and command of language.

The response includes a precise central claim. The response includes a skillful introduction and conclusion. The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay.

The response has a wide variety in sentence structures. The response demonstrates a consistent use of precise word choice. The response maintains a formal style and objective tone.

The response shows a strong command of the conventions of standard written English and is free or virtually free of errors.

3 Proficient The response demonstrates effective comprehension of the source text.

The response shows an understanding of the text’s central idea(s) and important details.

The response is free of substantive errors of fact and interpretation with regard to the text.

The response makes appropriate use of textual evidence (quotations, paraphrases, or both), demonstrating an understanding of the source text.

Proficient The response offers an effective analysis of the source text and demonstrates an understanding of the analytical task.

The response competently evaluates the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing.

The response contains relevant and sufficient support for claim(s) or point(s) made.

The response focuses primarily on those features of the text that are most relevant to addressing the task.

Proficient The response is mostly cohesive and demonstrates effective use and control of language.

The response includes a central claim or implicit controlling idea. The response includes an effective introduction and conclusion. The response demonstrates a clear progression of ideas both within paragraphs and throughout the essay.

The response has variety in sentence structures. The response demonstrates some precise word choice. The response maintains a formal style and objective tone.

The response shows a good control of the conventions of standard written English and is free of significant errors that detract from the quality of writing.

2 Partial The response demonstrates some comprehension of the source text.

The response shows an understanding of the text’s central idea(s) but not of important details.

The response may contain errors of fact and/or interpretation with regard to the text.

The response makes limited and/or haphazard use of textual evidence (quotations, paraphrases, or both), demonstrating some understanding of the source text.

Partial The response offers limited analysis of the source text and demonstrates only partial understanding of the analytical task.

The response identifies and attempts to describe the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing, but merely asserts rather than explains their importance, or one or more aspects of the response’s analysis are unwarranted based on the text.

The response contains little or no support for claim(s) or point(s) made.

The response may lack a clear focus on those features of the text that are most relevant to addressing the task.

Partial The response demonstrates little or no cohesion and limited skill in the use and control of language.

The response may lack a clear central claim or controlling idea or may deviate from the claim or idea over the course of the response.

The response may include an ineffective introduction and/or conclusion. The response may demonstrate some progression of ideas within paragraphs but not throughout the response.

The response has limited variety in sentence structures; sentence structures may be repetitive.

The response demonstrates general or vague word choice; word choice may be repetitive. The response may deviate noticeably from a formal style and objective tone.

The response shows a limited control of the contentions of standard written English and contains errors that detract from the quality of writing and may impede understanding.

1 Inadequate The response demonstrates little or no comprehension of the source text.

The response fails to show an understanding of the text’s central idea(s), and may include only details without reference to central idea(s).

The response may contain numerous errors of fact and/or interpretation with regard to the text.

The response makes little or no use of textual evidence (quotations, paraphrases, or both), demonstrating little or no understanding of the source text.

Inadequate The response offers little or no analysis or ineffective analysis of the source text and demonstrates little or no understanding of the analytic task.

The response identifies without explanation some aspects of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements and/or feature(s) of the student’s choosing.

Or numerous aspects of the response’s analysis are unwarranted based on the text.

The response contains little or no support for claim(s) or point(s) made, or support is largely irrelevant.

The response may not focus on features of the text that are relevant to addressing the task.

Inadequate The response demonstrates little or no cohesion and inadequate skill in the use and control of language.

The response may lack a clear central claim or controlling idea. The response lacks a recognizable introduction and conclusion. The response does not have a discernible progression of ideas.

The response lacks variety in sentence structures; sentence structures may be repetitive. The response demonstrates general and vague word choice; word choice may be poor or inaccurate. The response may lack a formal style and objective tone.

The response shows a weak control of the conventions of standard written English and may contain numerous errors that undermine the quality of writing.


Or the response offers no discernible analysis (e.g., is largely or exclusively summary).

Instructional Strategies

QTEL Tasks AVID Strategies Scaffolds: Purpose

Moments of a Lesson

Preparing Interacting with

Text/Concept

Extending the

Learning Sentence Starters/Sentence Frames

Sentence Templates

Modeling X X X

Showing Finished Product

Showing Exemplar Modeling X

ThinkPairShare Jigsaw (Home &

Expert Group) Bridging X X

KWL Inside/Outside Circles

Bridging X X

Anticipatory Guide Bridging X Viewing with a Focus

Bridging X

Graphic Organizers Double Entry

Journal Schema Building X

Compare/Contrast Matrix

Focus Question Schema Building X

Sequence of Events Chain

Essential Question Schema Building X

Reading with a Focus

Dialectical Journal Schema Building X

Reciprocal Teaching

Learning Log Schema Building X

QuickWrite Schema Building X X RoundRobin Analyzing

Rhetorical Devices Template

Schema Building X X

Reaching a Consensus

Schema Building X

Sort and Label Schema Building X


Novel Ideas Only Schema Building X X ThreeStep Interview

Schema Building X

Carousel Schema Building X Clarifying Bookmark

Pausing to Connect Ideas to the Text

Metacognition Development

X

SelfAssessment Marking the Text Metacognition Development

X

Narrative Construction

Charting the Text Metacognition Development

X

Summarizing the Text Template


X X

QTEL Tasks AVID Strategies Scaffolds: Purpose

Moments of a Lesson

Preparing Interacting with

Text/Concept

Extending the

Learning In Our own Words Cornell Notes Metacognition

Development X

Literary Device Matrix

Writing in the Margins


Vocabulary Review Jigsaw

Analyzing an Author’s Evidence Template


X

Dyad Reading: QuestionAnswer Relationship

Crafting an Argument Statement Template


X

Find the Tie Say, Do, Mean Exercise


X

How Writers Accomplish Their Goals


X

Speech Analysis Metacognition Development

X

Jigsaw Sequencing Reading Group


X


Artifacts Connecting Visuals to Surrounding Text

Contextualization X X

Pictures Contextualization X X Visuals Contextualization X X Video Clips Contextualization X X Images Contextualization Post Card OnePage Report:

Poster Activity Text Representation

X

Mind Mirror Text Representation

X

Collaborative Poster

Text Representation

X

Era Envelope Text Representation

X X

Reading in Four Voices

Text Representation

X X

Jigsaw Reading Text Representation

X

Role Play and Mixer

Text Representation

X

Reader’s Theatre Text Representation

X

Essay Text Representation

X


6 Types of Scaffolding ELD Interactive Tasks (see Resources on Schoology)

Modeling __Sentence Starters __Sentence Formats __Finished Product

Bridging __ Anticipatory Guide __ThinkPairShare __KWL __Vocabulary Knowledge

Metacognitive Development

__Clarifying Bookmark __SelfAssessment

Schema Building __Focus Questions __Double Entry Journal __Sequence of Events __Compare/Contrast Matrix __Charting Informational (Main Idea)

Text Representation

__ Talking Head __Post Card __Collaborative Poster __Mind Mirror

Contextualization __Artifacts __Pictures __Viewing with a purpose (video clips)

Incorporate Gradual Release Model : ___I DO ____WE DO _____ YOU DO (with collaboration) _____YOU DO (independent)


Six Types of Scaffolding Definitions Modeling: Providing Students clear examples of what is requested of them for imitation Examples: * Modeling Language for Text Discussion

I think this means… This part reminds me of the time… I agree with… I also think… I have the same opinion as…

* Showing finished products Bridging: Activating prior knowledge and experiences to build or weave in new knowledge and understanding Examples: * ThinkPairShare * Anticipatory Guide Contextualization: Embedding academic language and concepts in a sensory environment, thus clarifying them Examples: * Videos * Art Work * Music * Poems * Photographs Schema Building: Assisting students in identifying and organizing clusters of concepts that are interconnected Helping students build connections between prior knowledge and experiences and content and language to be learned Examples: * Graphic organizers (Double Entry Journal) * ThinkPairShare * Gallery Walk Metacognitive Development: Fostering metacognition and learner autonomy through the explicit teaching of strategies Helping students reflect on and monitor learning and performance Examples: * Clarifying Bookmark * SelfAssessment * Gallery Walk Text Representation: Asking students to transform the linguistic constructions they have found in on genre into forms used in another genre Examples: * Collaborative Poster * Mind Map * Post Cards * Facebook Pages


Redesigned PSAT and SAT Reading and Writing & Language Tests

PSAT SAT

Total Testing Time (including Math)

2 hours 45 minutes 3 hours + 50 minutes for optional essay

Score Scale 4001600 4001600

Reading Test Time 60 minutes 65 minutes

Number of Questions 47 52 Test Sections 5 total: 4 single passages and 1 pair 5 total: 4 single passages and 1 pair

Passage Details 3,000 words total; 500750 words per passage or paired set

3,250 words total; 500750 words per passage or paired set

Passage Contents 1 passage from classic or contemporary work of U.S or world literature 1 passage or pair of passages from either a U.S. founding document or a text in the global conversation they inspired 1 selection about economics, psychology, sociology, or another social science 2 science passages or 1 passage & 1 pair on concepts in Earth science, biology, chemistry, or physics

U.S. & World Literature: 1 passage, 10 questions History/Social Studies: 2 passages or 1 passage & 1 pair; 1011 questions each Science: 2 passages or 1 passage & 1 pair; 1011 questions each

Types of Reading Questions Words in Context: 10 questions Command of Evidence: 10 questions Analysis in History/Social Studies: 19 questions Analysis in Science: 19 questions

Words in Context: 10 questions Command of Evidence: 10 questions Analysis in History/Social Studies: 21 questions Analysis in Science: 21 questions

Graphics 12 graphics in 1 History/Social Studies and in 1 Science passage

12 graphics in 1 History/Social Studies and in 1 Science passage

Writing and Language Test

Time 35 minutes 35 minutes Number of Questions 44 44

Test Sections 4 total 4 total Passage Details 1,700 words total from 4 passages; 400450 words per passage

Passage Contents Careers: 1 passage, 11 questions


History/Social Studies: 1 passage, 11 questions Humanities: 1 passage, 11 questions Science: 1 passage, 11 questions

Types of Writing Questions Expression of Ideas: 24 questions Standard English Conventions: 20 questions

Graphics 1 or more graphics in 1 or more sets of questions Text Types Argument: 12 passages

Informative/Explanatory: 12 passages Nonfiction Narrative: 1 passage

SAT Essay (no essay with PSAT)

Time 50 minutes Prompt 1 passagebased (each passage 650700 words)

Passage Content Arguments written for a broad audience Analytic Scoring Reading: 14 scale

Analysis: 14 scale Writing: 14 scale

All information from SAT & PSAT/NMSQT at http://www.collegeboard.org
